THE  OHIO 


SEPTEMBER.  1897 


CONTENTS 


A  Trip  to  the  N.  E.  A.  and  an  Account  of  its  Meeting.  By  Margaret  W. 

Sutherland  . 

School  Discipline.  By  Samuel  Findley . 

The  Products  of  Education.  By  R.  H.  Holbrook . 

The  State  Dibrary  and  the  Public  Schools.  By  C.  B.  Galbreath . 


EDITORIAL  DEPARTMENT. 

Founder’s  Day  at  Ada . 

Second  Annual  Meeting  of  the  Society  of  Psychological  and  Pedagogical 

Inquiry.  By  S.  T.  Dial . 

Sebastian  Thomas.  By  E.  F.  Warner . 

The  Pedagogical  Conference.  By  Margaret  W.  Sutherland . 

New  State  Examiner . 

Field  Notes . 

Books  and  Magazines . 


O.  T.  CORSON,  Publisher,  COLUMBUS,  OHIO. 


Entered  as  second-class  matter  at  the  Postoffice,  Columbus,  O. 


i 


Natural  Elementary  Geography 


( Partial  list  of  Adoptions  to  August  20.) 


OHIO 

Canton 

Dalton 

Springfield 

Galion 

Madisonville 

Glenville 

Elyria 

Marion 

Marysville 

Athens 

New  Washington 

Oxford 

Wauseon 

MASSACHUSETTS 

Milbury 

West  Springfield 
West  Brookfield 
Boston  (Supp’ly) 

MARYLAND 

Baltimore 

DISTRICT  OF  COLUMBIA 

Washington 

UTAH 

Salt  Lake  City 
Provo 

TENNESSEE 

Chattanooga 

KENTUCKY 

Lexington 

Cordyon 

Ludlow 

WEST  VIRGINIA 

Martinsburg 

ARKANSAS 

Fort  Smith 

NEW  HAMPSHIRE 

Marlboro 

MAINE 

Portland 

Auburn 

Orland 

Corinna 

Farmington 

Richmond 

Appleton 

Sanford 

RHODE  ISLAND 

Pawtucket 

NEW  YORK 

Albany 
Niagara  Falls 
Saratoga  Springs 
Long  Island  City 
Brookfield 
Halcottville 
Gouverneur 
Northville 


NEW  York-Continued 

Catskill 
Mt.  Vernon 

NEW  JERSEY 

Jersey  City 

Hoboken 

Irvington 

Flemington 

Freehold 

Long  Branch 

Asbury  Park 

Crawford 

Orange 

Spring  Lake 

Newton 

Arlington  Boro 

Carlstadt 

Hackensack 

Rahway 

Bayou ne 

Madison  Tp.,  Huntington 
Co. 

White  House  Tp.,  Hunt¬ 
ington  Co. 

North  Plainfield  Tp., 
Somerset  Co. 

PENNSYLVANIA 

Lancaster 
McKeesport 
State  Normal,  Millers- 
ville. 

WISCONSIN 

Marinette 

MICHIGAN 

Grand  Ledge 

ILLINOIS 

Streator 

South  Evanston 

Aurora 

Danville 

Milan 

Somonauk 

Petersburg 

Champaign 

Georgetown 

ALABAMA 

Brierfield 

IOWA 

Tipton 

Osceola 

NEBRASKA 

Superior 
Grand  Island 
Fairfield 
Wymore 

COLORADO 

Denver 
Breckenridge 
Central  City 
Victor 


SOUTH  DAKOTA 

Scotland 

Aberdeen 

Big  Stone 

Milbank 

Sturgis 

Springfield 

Tyndall 

Groton 

Mansfield 

Ordway 

Warner 

Westport 

Bloomington 

Castalia 

Chandler 

Edgerton 

Greenwood 

Wheeler 

Bradley 

Clark 

Clear  Lake 

Goodwin 

Gary 

Armour 

Belmont 

Harrison 

Reville 

Twinbrooks 

Amherst 

Britton 

Newark 

Blackhawk 

Fort  Meade 

Piedmont 

COUNTY  ADOPTIONS — 

SOUTH  DAKOTA 

Bonn  Homme  County 
Brown  County 
Charles  Mix  County 
Clark  County 
Deuel  County 
Douglas  County 
Grant  County 
Marshall  County 
Meade  County 

PRIVATE  SCHOOLS 

Summit,  N.  J. 

Kent  Place  School 

New  York  City. 

Berkeley  School 

Columbia  Grammar  School 

Dwight  School 

N.  Y.  Preparatory  School 

Brisler  School 

Wilson  &  Kellogg’s  School 

Harvard  School 

Barnard  School 

Hamilton  Institute 

Lincoln  Academy 

Irving  School 

Miss  Delancey’s  School 

Harlem  Collegiate  Institute 


Single  copies  of  the  Natural  Elementary  Geography  will  be  sent  by  mail ,  postpaid , 
to  any  address ,  upon  receipt  of  the  pricey  60  cents.  Special  terms  for  first  introduction. 
Correspondence  is  cordially  invited ,  and  will  have  prompt  attention. 

AMERICAN  BOOK  COMPANY, 

3X7  Walnut  St.,  Cincinnati,  O. 


NEW  YORK. 
CHICAGO. 


0 

Cr  \4<*s 


The  Products  of  Education. 


text,  and  materials  at  hand,  the  slow, 
thick-currented  souls  of  the  pupils 
are  quickened  into  new  life,  resur¬ 
rected  to  a  new  immortality. 

This  awakening  of  the  pupils’ 
souls  to  a  higher  life,  can  hardly  be 
achieved  unless  the  teacher’s  soul 
be  also  on  fire.  Fire  is  needful  to 
start  a  fire,  but,  behold  how  great  a 
conflagration  a  little  spark  may 
kindle. 

What  is  this  spark  that  should 
glow  in  every  teacher’s  heart? 

It  is  the  habit  of  loving  duty  and 
teaching  the  children  of  men  so; 
the  habit  of  going  to  duty  as  to  a 
bridal  chamber;  the  habit  of  antic¬ 
ipating  duty  as  the  war  horse  smell- 
eth  the  battle  afar  off;  the  habit  of 
awaiting  duty  with  a  song  of  love 
upon  one’s  lips;  the  habit  of  prais¬ 
ing  God  for  the  gift  of  duty;  the 
habit  of  breaking  into  thanksgiv¬ 
ing  for  the  priceless  blessing  of 
work. 

And  what  is  its  reward?  The 
most  precious  of  all  things — liberty. 
Wherever  there  is  love  of  duty  there 
is  liberty;  without  it  there  is  no 
liberty. 

Duty  done  without  love  may  be 
heroic,  but  it  is  slavish.  Love  of 
the  dear  ones  at  home  makes  light 
the  load  of  the  hod  carrier.  The 
life  of  every  wife  and  mother  would 
be  ignoble  slavery  did  she  not  toil 
in  the  unspeakable  liberty  of  love. 
The  most  gifted  artist  is  but  a 
slavish  artisan  if  he  does  not  work 
in  love  of  duty.  The  coarsest  ar¬ 
tisan  is  a  genuine  artist  if  he  but 


467 

toil  in  that  liberty  which  is  love  of 
his  work. 

What  nobler  aim  ,for  the  ambi¬ 
tious  soul  of  man  than  this  mission 
of  the  teacher,  of  reconciling  man 
with  duty,  of  restoring  him  to  his 
allegiance  to  work,  of  clearing  the 
way  for  the  fullest  expression  by 
his  soul  of  that  love  of  the  right 
which  God  implanted  there  when 
he  made  him  in  his  own  image! 

How  perverted  it  has  become; 
how,  through  generations  of  false 
training,  the  weed,  enmity  with 
duty,  has  grown  into  the  heart 
of  man,  overshadowing  and  well 
nigh  crowding  out  the  sweeter 
flower,  love  of  duty? 

From  hearth  stone,  from  school 
room,  from  forum,  from  pulpit, 
even  now,  the  doctrine  of  “work  a 
curse”  is  taught  with  all  the  sanc¬ 
tion  of  tradition,  with  all  the  author¬ 
ity  of  caste,  with  all  the  holy  ap¬ 
proval  of  the  church.  Yet  how 
blasphemous,  how  utterly  in  defi¬ 
ance  of  all  that  is  taught  in  the  law 
and  the  prophets? 

How  cruelly  it  gives  the  crucifying 
lie  to  the  whole  life  of  the  dear  Christ . 

Here,  then  fellow  teachers,  is  our 
highest  aim,  our  most  glorious 
product  —  To  teach  the  habit  of 
loving  duty.  Teach  we  never  so 
little  of  books,  if  we  but  teach  this 
to  our  children,  we  have  built  up 
their  character  after  the  model  of 
the  Master,  we  have  ennobled  their 
lives,  for  we  have  awakened  love  in 
their  hearts,  and  love  alone  giveth 
freedom. 


j 


ri  R3  Ob 


468 


Ohio  Educational  Monthly . 


THE  STATE  LIBRARY  AND  THE  PUBLIC  SCHOOLS. 


BY  C.  B.  GALBREATH,  State  Librarian. 


The  public  library  should  sustain 
a  close  relation  to  the  public  school. 
Popular  education  will  find  in 
good  books — the  master-pieces  of 
the  master  minds — a  most  import¬ 
ant  accessory.  Pupils  are  taught 
to  read  that  they  may  use  to  good 
purpose  the  power  thus  acquired. 
The  ability  to  interpret  thought 
from  the  printed  page  enables  the 
student  to  master  the  subject  mat¬ 
ter  of  text-books,  but  it  should  sub¬ 
serve  other  useful  ends  as  well. 
Rightly  directed,  it  is  a  beneficent 
potentiality.  The  knowledge  thus 
gained  is  not  more  important  than 
the  mental  discipline  acquired. 
With  proper  opportunity  the  latter 
makes  us  students  for  life.  It  is 
the  mission  of  the  public  library  to 
furnish  that  opportunity.  It  there¬ 
fore  deserves  a  place  in  our  system 
of  popular  education. 

Such,  at  least,  was  the  opinion  of 
the  early  friends  of  that  system  in 
Ohio.  They  sought  to  supplement 
the  work  of  free  schools  with  free 
libraries.  There  are  those  still 
living  who  remember  the  experi¬ 
ment,  and  any  one  who  cares  to 
investigate  may  learn  something 
of  its  results. 

The  two  decades  immediately 
preceding  the  civil  war  constitute 
an  important  era  in  the  history  of 
our  school  system.  The  constitu¬ 


tion  of  1851,  in  response  to  popu¬ 
lar  demand,  required  the  General 
Assembly  to  make  such  provision,, 
by  taxation  or  otherwise,  as  would 
secure  “a  thorough  and  efficient 
system  of  Common  Schools 
throughout  the  State.”  The  law 
of  1853,  enacted  under  this  provis¬ 
ion  was  wise,  liberal,  and  compre¬ 
hensive.  It  is  a  mile-stone  in  the 
intellectual  progress  of  the  State. 
In  many  respects  it  must  be  con¬ 
sidered  the  most  important  educa¬ 
tional  measure  ever  placed  on  our 
statute  books.  This  law  was  in 
part  a  codification  of  previous 
statutes,  but  to  these  were  added 
the  following  provisions: 

1.  A  State  School  Tax  was 
substituted  for  the  county  tax. 

2.  The  power  previously  exer¬ 
cised  by  township  trustees  was 
vested  in  the  township  board  of 
education. 

3.  Free  education  was  guaran¬ 
teed  to  all  the  youth  of  the  State, 
and  “rate  bills”  were  abolished. 

4.  The  systern  was  placed  un¬ 
der  the  supervision  of  the  State 
Commissioner  of  Common  Schools. 

5.  A  fund  of  one-tenth  of  a  mill 
yearly  was  levied  for  the  purpose  of 
furnishing  libraries  and  apparatus 
for  the  common  schools  of  the 
State. 

Under  the  last  provision  the  “old 


The  State  Library  and  the  Public  Schools. 


469 


school  libraries  of  the  fifties”  had 
their  origin.  The  tax  rate  pro¬ 
duced  for  the  year  1854  $55,904.65. 
In  his  annual  report  for  that  year 
the  State  School  Commissioner 
gives  a  most  interesting  account 
of  the  inauguration  of  the  free 
library  movement.  The  books 
were  purchased  by  the  Commis¬ 
sioner  and  distributed  through  the 
county  auditors.  The  list  included 
selections  from  the  best  literature 
of  the  day.  The  scarcity  of  juve¬ 
nile  books  in  those  times  made  this 
department  proportionately  small. 
For  adult  readers  and  advanced 
pupils  the  selections  were  excel¬ 
lent.  A  model  library  for  the  com¬ 
mon  schools  of  to-day  would  in¬ 
clude  some  of  the  same  works.  I 
will  name  a  few  only  by  way  of 
illustration :  Irving’s  “Sketch 

Book,”  Hawthorne’s  “Twice  Told 
Tales,”  Longfellow’s  Poems, 
Sparks’s  “Life  of  Washington,” 
Creasy’s  “Fifteen  Decisive  Bat¬ 
tles,”  Charles  Dickens’s  “History 
of  England.”  Biography  and  His¬ 
tory  were  represented  by  such 
writers  as  Abbott,  Franklin,  Los- 
sing,  Hildreth,  Taylor,  Bancroft, 
and  Prescott. 

The  circulation  of  the  books  was 
not  limited  to  the  schools.  By  ex¬ 
press  provision  of  the  law  any 
family  in  the  district  was  entitled 
to  the  privileges  of  the  library. 
The  reports  from  the  various  dis¬ 
tricts  bear  eloquent  testimony  to 
the  fact  that  these  free  libraries 
were  appreciated.  In  his  report 


for  1857,  School  Commissioner 
Smythe  says: 

“In  almost  every  village  and 
considerable  town  in  the  State,  the 
Library  clause  has  been  the  most 
popular  feature  of  the  whole 
School  System.  Its  acceptance  has 
been  hearty  and  enthusiastic.  The 
same  is  true  in  regard  to  many 
townships  in  which  this  law  has 
had  anything  like  a  wise  and  effi¬ 
cient  administration.” 

The  movement  had  the  enthu¬ 
siastic  support,  not  only  of  the  lead¬ 
ing  educators  of  the  period,  but  of 
eminent  statesmen  and  professional 
men  as  well.  The  past  few  years 
have  witnessed  in  cities,  colleges, 
and  government  depositories  won¬ 
derful  progress  in  the  choice  of 
books,  their  classification,  circula¬ 
tion,  and  all  the  details  of  library 
economy;  but  they  have  added 
nothing  to  the  generous  enthu¬ 
siasm  of  fifty  years  ago  in  behalf 
of  the  dissemination  of  healthful 
literature  among  the  people,  nor 
have  they  developed  higher  con¬ 
ceptions  of  the  possible  results  of 
the  free  library  movement.  One  is 
tempted  here  to  quote  at  length, 
but  the  limits  of  this  article  forbid. 
I  cannot  refrain,  however,  from 
reproducing  in  this  connection,  the 
words  of  H.  H.  Barney  under 
whose  direction  the  first  school 
libraries  were  sent  to  all  parts  of 
the  State: 

“How  often  do  the  biographies 
of  self-made  men  point  to  the  read¬ 
ing  of  some  chance  volume  as  the 


470 


Ohio  Educational  Monthly. 


first  incitement  to  a  luminous  ca¬ 
reer  of  usefulness  and  distinction! 
The  story  of  Franklin  is  familiar  to 
every  American  household;  and 
fresh  and  notable  illustrations  are 
elicited  with  each  passing  year. 
One  of  the  first  minds  of  Scotland, 
Hugh  Miller,  the  celebrated  har¬ 
monist  of  the  Mosaic  and  Geolog¬ 
ical  records  of  creation,  while  re¬ 
ceiving  little  more  from  schools 
than  a  faculty  of  ready  reading, 
speaks  gratefully,  in  a  recent  nar¬ 
rative  of  his  early  education,  of  the 
powerful  impulse  imparted  to  his 
youthful  mind  by  a  few  old  vol¬ 
umes  which  fell  in  his  way.  A 
story  is  also  told  of  a  library 
founded  in  a  rugged  township  of 
Ohio,  by  the  contributions  of  its 
pioneer  settlers,  to  whose  inspira¬ 
tion  some  of  the  first  names  in  our 
annals  owe  the  first  impulse  to  a 
distinguished  career;  and  so,  un¬ 
questionably,  other  intellects  des¬ 
tined  to  future  eminence  and  use¬ 
fulness,  will  be  stimulated  by  the 
contents  of  the  unpretending  vol¬ 
umes  which,  within  the  last  twenty- 
four  months,  have  penetrated  every 
township  of  Ohio — a  visible  token 
of  our  beneficent  system  of  public 
instruction.” 

It:  is  not  difficult  to  read  the  real¬ 
ization  of  this  prophecy  when  we 
think  of  the  boys  who  were  then 
in  the  public  schools  and  whose 
careers  have  since  shed  lustre  on 
the  State  and  the  Republic. 

In  the  years  1854-55-56  and  ’59, 
|300,000  was  spent  for  these  libra¬ 


ries.  The  books  were  well  bound 
and,  as  before  stated,  carefully  se¬ 
lected.  They  were  not  circulated, 
however,  in  accordance  with  any 
definite  plan.  The  system  lacked 
an  authoritative  head.  The  re¬ 
sponsibility  and  power  of  the  State 
Commissioner  of  Common  Schools 
ended  with  the  shipment  of  the 
books.  They  were  distributed 
by  county  auditors  to  the  town¬ 
ship  boards  of  education  whose 
property  they  became.  Some 
of  the  books  were  lost.  Some 
found  their  way  into  different  fami¬ 
lies.  Some  were  stored  in  attics 
to  accumulate  the  “dust  of  ages.” 
But  in  spite  of  all  this  waste,  the 
money  expended  brought  good  re¬ 
sults.  The  influence  of  these  libra¬ 
ries  is  still  felt.  The  books  were  a 
treasure  and  an  inspiration  to 
many  a  country  boy  and  girl.  In 
towns  and  cities  they  became  the 
nuclei  of  the  splendid  libraries  of 
to-day. 

The  system  was  brought  to  an 
untimely  end  by  those  whom  it  was 
intended  especially  to  benefit.  The 
cry  of  economy  was  raised  and  the 
law  that  made  it  possible  to  distrib¬ 
ute  400,000  volumes  of  the  best  lit¬ 
erature  of  the  time  to  the  schools 
of  the  State  was  repealed.  Taxa¬ 
tion  was  only  temporarily  reduced. 
The  farmers  pay  higher  taxes  now 
than  they  did  then,  but  they  do  not 
get  the  books.  And  thus  the  op¬ 
portunity  to  put  a  good  library 
within  easy  reach  of  every  family 
in  the  State  was  lost. 


The  State  Library  and  the  Public  Schools. 


471 


So  much  for  the  school  libraries 
of  Ohio.  The  State  Library  was 
intended  originally  for  the  use  of 
State  officers  and  members  of  the 
General  Assembly.  In  it  are  kept 
the  printed  records  of  Ohio,  other 
States,  and  the  general  govern¬ 
ment.  Prior  to  the  enactment  of 
the  law  of  1896,  it  was  not,  nor  did 
it  pretend  to  be,  a  public  library. 
Books  in  almost  every  department 
of  literature  were  found  on  its 
shelves,  but  these  were  loaned  only 
to  State  officers  and  members  of 
the  Legislature.  As  a  result  many 
of  the  books  were  seldom  used. 

The  State  Library  act  of  1896 
was  introduced  by  Senator  James 
R.  Garfield  and  became  a  law  near 
the  close  of  the  last  session  of  the 
General  Assembly.  It  is  but  just 
to  state  that  it  had  the  endorsement 
of  Governor  Bushnell,  the  support 
of  every  Democratic  member  of 
both  houses  and  the  almost  unani¬ 
mous  vote  of  the  Republicans  as 
well.  It  places  the  entire  manage¬ 
ment  of  the  State  Library  in  the 
hands  of  a  commission.  Under 
their  direction  it  has  been  opened 
to  the  public,  and  any  citizen  of 
the  State  by  complying  with  the 
rules  and  regulations  may  draw 
books.  In  addition  to  this,  pro¬ 
vision  has  been  made  for  traveling 
libraries.  As  they  have  but  re¬ 
cently  been  introduced,  a  few  words 
of  explanation  may  not  be  out  of 
place. 

A  traveling  library  is  a  collec¬ 
tion  of  books  (twenty-five  or  more) 


sent  out  by  the  State  Library  to  a 
reading  club,  an  association  of  citi¬ 
zens,  a  board  of  education,  or  a 
public  library,  to  be  kept  three 
months.  This  time  may  be  ex¬ 
tended.  The  State  Library  will 
furnish  forms  for  bond  and  applica¬ 
tion  to  those  wishing  to  receive  a 
traveling  library.  On  receipt  of  a 
request  in  accordance  with  the 
forms  furnished  by  the  State  Li¬ 
brary  the  books  will  be  shipped. 
The  parties  receiving  them  must 
pay  transportation  both  ways.  If 
a  list  of  books  desired  is  sent  with 
the  application,  it  will  be  furnished 
as  nearly  as  possible;  if  only  the 
general  subjects  are  named,  books 
relating  to  those  subjects  will  be 
sent.  The  only  expense  to  the  bor¬ 
rowers  will  be  the  cost  of  transpor¬ 
tation. 

There  is  nothing  intricate  or  un¬ 
tried  in  this  system.  It  is  no 
longer  an  experiment.  For  years 
it  has  been  in  successful  operation 
in  the  State  of  New  York.  It  has 
been  introduced  into  a  number  of 
other  States  and,  so  far  as  reported, 
with  satisfactory  results.  It  has 
much  to'  commend  it.  The  bond 
insures  against  loss  and  the  cost  of 
transportation  really  does  not 
amount  to  more  than  a  small 
charge  for  the  care  and  storage  of 
the  books  while  they  are  not  in  use. 

The  objects  of  the  traveling  libra¬ 
ries  are:  1,  To  furnish  good  liter¬ 
ature  to  the  public;  2,  To  strength¬ 
en  small  libraries;  3,  To  create  an 
interest  in  the  establishment  of  new 


472 


Ohio  Educational  Monthly. 


libraries.  The  Teachers’  Reading 
Circle  has  done  much  to  prepare 
the  way  for  this  work.  Free  libra¬ 
ries  containing  the  books  recom¬ 
mended  for  pupils  would  certainly 
find  a  welcome  reception  in  many 
schools  of  the  State.  Several  of 
these  libraries  have  already  been 
issued,  most  of  them  to  ladies’ 
clubs.  The  results  have  been  very 
encouraging.  The  books  have 
been  returned  in  good  condition, 
accompanied,  in  almost  every  in¬ 
stance,  with  letters  showing  that 
they  have  been  well  used  and 
highly  appreciated.  Many  new  ap¬ 
plications  are  on  file,  a  number 
from  public  schools. 

The  writer  is  aware  that  this 
article  may  meet  the  eyes  of  the 
tax-payer.  All  this  will  cost 
money,  we  are  told,  and  taxes  are 
already  sufficiently  high.  True, 
the  additional  books  that  the  State 
Library  will  need  to  supply  the  in¬ 
creasing  demand  will  cost  some¬ 
thing.  A  fractional  part  of  the  sum 
expended  in  the  period  to  which 


we  have  referred  will  answer  the 
purpose.  Economy  in  other  mat¬ 
ters,  notably,  in  the  publication  of 
voluminous  reports  that  are  sel¬ 
dom  read,  would  effect  a  net  saving 
sufficient  to  provide  for  the  travel¬ 
ing  libraries.  But  even  if  they 
should  involve  a  slight  additional 
expense,  their  service  to  the  State 
would  yield  an  ample  return.  Cer¬ 
tainly  no  one  will  object  if  to  the 
common  schools  are  restored  some 
of  the  privileges  they  enjoyed  forty 
years  ago. 

In  conclusion  I  desire  to  assure 
the  teachers  of  Ohio,  in  the  lan¬ 
guage  of  my  annual  report,  that  it 
is  the  ambition  of  the  librarian  to 
see  the  State  Library  the  center  of 
a  system  of  traveling  libraries  that 
shall  reach  every  village  and  school 
district  in  the  State  where  good 
books  are  desired  and  conditions 
warrant  the  belief  that  a  taste  for 
healthful  reading  may  be  encour¬ 
aged.  No  class  of  persons  can  do 
more  to  promote  this  work  than  the 
teachers  of  our  common  schools. 


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100  HAWTHORNE  CERTIFICATES  FREE  to  all  who  desire  to  secure  funds 
to  start  a  school  library.  Address, 

Educational  Publishing  Company, 


L.  M.  PAINE,  State  Agent. 


LEWISBURG,  OHIO. 


Published  in  August  i$97 


^  ^  ^ 


READING : 

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.  1.00 

HISTORY : 

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